It is certain that in at least nine cases out of ten a response is produced, not by an image or other representation of it, but by a situation nowise like it or any of its accessories. Hunger and the perception of edible objects, far outweigh ideas of grasping, biting and swallowing, as causes of the eating done in the world. Objects sensed, not images of eye-movements, cause a similar overwhelming majority of the eye’s responses. We walk, reach and grasp on most occasions, not because of anticipatory images of how it will feel to do so or verbal descriptions to ourselves of what we are to do, but because we are stimulated by the perception of some object. It is also certain that the idea of a response may be impotent to produce it. I cannot produce a sneeze by thinking of sneezing. A child may have, in the case of some simple bodily act, which he has done in response to certain situations thousands of times, as adequate ideas of it as are possessed by others, and yet be utterly unable to make himself do it; many adults show this same phenomenon, for instance, in the case of swallowing a pill. And, of course, one can have ideas of running a mile in two minutes, jumping a fence eight feet high, or drawing a line exactly equal to a hundred millimeter line, just as easily as of running the mile in ten minutes, or jumping four feet. It is further certain that the thought of doing one thing very often results in the man’s doing something quite different. The thought of moving the eyes smoothly without stops along a line of print has occurred to many people, who nevertheless actually did as a result move the eyes in a series of jumps with long stops. It is further certain that in many cases where an animal does connect a given response with the image or thought of that response, the connection has been built up by the laws of exercise and effect. Such cases as appropriate responses to, ‘I will go to bed,’ ‘I will get up,’ ‘I will eat,’ ‘I will write a letter,’ ‘I will read,’ or to the corresponding commands, requests or suggestions, are observably built up by training. The appropriate response follows the idea only if it has, by repetition or reward, been connected with it or something like it. If the only requirement in moral education were to have the idea of the right act at the right time, the lives of teachers and parents would be greatly alleviated. But the decision to get up, or the idea of getting up or of being up, is futile until the child has connected therewith the actual act of getting up.